1. © Crown copyright 201000421-2010PPT-EN-03 Narrowing the gaps: what schools do to overcome disadvantage A CPD Workshop

2. © Crown copyright 201000421-2010PPT-EN-03 Objectives  To share national perspectives on the FSM challenge  To explore case studies of schools where gaps are narrow and disadvantaged white British pupils eligible for FSM buck the trend  To use these to develop policy and practice in our school 2

3. ADDREFNUMBER - © Crown copyright 2010 Web Resources  What works for disadvantaged white British boys  Case studies of what effective schools have done in four key areas –Teaching and learning –Curriculum –Leadership and management –Partnership and community

4. ADDREFNUMBER - © Crown copyright 2010 FSM and disadvantage: key challenges  Looked After Children  Gypsy Roma Traveller pupils  Disadvantaged/FSM White British pupils (particularly boys)  Disadvantaged/FSM Black Caribbean pupils (particularly boys)  SEND

5. ADDREFNUMBER - © Crown copyright 2010 5 FSM and disadvantage: how are we doing?  About half (48%) of pupils entitled to FSM are to be found in the third of schools with greatest concentration of disadvantage, and the other half are spread across the other two thirds of schools.  Attainment gaps are widest in schools with few pupils entitled to FSM  The gap opens in the Early Years and widens as pupils go though the key stages. By 16, the gap is very wide and has hardly changed over recent years. Very few pupils entitled to FSM reach top grades at A-level.  Of the roughly ten per cent of pupils identified by schools as gifted and talented, there is a significant under-representation of those from disadvantaged backgrounds … great potential is currently going unrecognised, and perhaps undeveloped.

6. ADDREFNUMBER - © Crown copyright 2010 The difference we can make  Across Europe, the largest source of variation in student learning relates to differences in what students bring with them to school – their abilities, attitudes, family and community  Yet in the most effective schools, teaching can and does narrow gaps and enables disadvantaged pupils to overcome barriers to learning.  Much will be familiar and confirm practice. Although the case studies focus on white British boys, most of the practice described here has the potential to make a difference for any underperforming disadvantaged group.  Much will benefit every pupil. Some will bring challenge to do things in new and better ways

7. Strategies for Success for schools, settings and LAs Know the Gaps Identify gaps (FSM, G&T, SEN, BME, Gender) Understand the gaps Make gaps visible Promote use of data Build data confidence Celebrate Success Celebrate/promote faster progress and attainment of targeted pupils Capture and share what works well Achieve successful Ofsted Narrow the Gaps Explicitly develop a culture of success Ensure Quality First teaching Plan for progression Identify/use specific pedagogies Provide effective intervention Work with parents and families Use wider partnerships for support Mind the Gaps Focus relentlessly on narrowing gaps Assess pupils’ progress Use regular tracking to review progress Provide personal challenge and support for learning through tutoring and mentoring Seek and act on external challenge Plan for accelerated progress

8. © Crown copyright 201000421-2010PPT-EN-03 Exploring a case study In pairs/triads What is most striking about the case study? Which aspects are we doing well? Are there any ideas here we can use to build on this strength? Which aspect of our practice is least developed? 8

9. © Crown copyright 201000421-2010PPT-EN-03 Interrogating the case studies In groups, share your reflections on the case studies you have explored. Agree What made most difference? What are the areas where we need to develop our practice? How will we take this forward?

10. © Crown copyright 201000421-2010PPT-EN-03 Developing our practice Do we know where the good practice in working with disadvantaged pupils is found in our school? Are we doing enough to draw on and share this? Are there any areas where we need to draw on good practice in other schools? How will we approach this to ensure it is shared widely? Is there potential to develop an enquiry group to take responsibility for reviewing and developing a key aspect of work with FSM pupils?

11. Crown copyright The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to: Office of Public Sector Information Information Policy Team National Archives Kew Richmond Surrey TW9 4DU Email: licensing@opsi.gov.uklicensing@opsi.gov.uk Web: www.opsi.gov.uk/click-use/index.htmwww.opsi.gov.uk/click-use/index.htm The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context. © Crown copyright 201000421-2010PPT-EN-03 11